LEADER 00000cam  22007097i 4500 
001    on1334681953 
003    OCoLC 
005    20220715213020.0 
006    m     o  d |       
007    cr cnu---unuuu 
008    220710t20222022xx     eo     000 0 eng d 
020    9783966659420|q(electronic book) 
024 7  10.3224/96665045|2doi 
035    (OCoLC)1334681953 
037    12297 
037    12297|bPublishers Order No 
040    DEBUD|beng|erda|cDEBUD 
049    CKEA 
100 1  du Plessis-Schneider, Sharon,|eauthor. 
245 14 The Need to Belong in Secondary School|bA Social Work 
       Science Study of Austrian and Australian Students /
       |cSharon du Plessis-Schneider. 
250    First. 
264  1 Leverkusen-Opladen|bBudrich Academic Press|c2022. 
264  4 |c©2022 
300    1 online resource (290 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
344    digital|2rdatr 
347    data file|2rda 
500    "Budrich Academic Press" 
505 0  PART I: Research focus and theoretical framework 1 
       Introduction 1.1 Defining "belonging" and "need to belong"
       1.2 Research problem 1.3 Aim and research questions 1.4 
       The conceptual framework 1.5 Summary and consequences for 
       the research design 2 Needs, human rights, school social 
       work 2.1 Austria: school social work 2.2 Australia: school
       social work 2.3 School social workers and human rights 2.4
       Education, Bildung and didactics 2.5 Human rights 
       framework for school Bildung and education 2.6 Austrian 
       school education 2.7 Australian school education 2.8 
       Summary 3 Literature review on needs and student belonging
       3.1 Children's needs, rights and wellbeing 3.2 Belonging 
       as a psychological need 3.3 Interactions and social 
       relationships 3.4 Membership as a determinant of belonging
       3.5 Teachers fostering student belonging 3.6 Academic 
       engagement 3.7 School environment 3.8 Heterogeneity and 
       difference 3.9 Non-belonging and social exclusion 3.10 
       Summary 4 A conceptual framework based on theories of 
       human need 4.1 Key concepts: theory, system and mechanism 
       4.2 Research on the historical perspectives of human need 
       4.3 Human needs and welfare science -- Arlt, 1876 -- 1960 
       4.4 Humanistic psychology and needs -- Maslow, 1908-1970 
       4.5 Human needs in pedagogy -- Mägdefrau, 1960 4.6 
       Biopsychic-social & cultural need theory -- Obrecht, 1942 
       4.7 Synopses of human need across four need theories 4.8 
       Conceptualising the "need to belong" 4.9 Objections to 
       human needs theories 4.10 Summary PART II: Research design,
       data collection, analysis and findings 5 Research design 
       5.1 Ontology 5.2 Epistemology 5.3 Methodology 5.4 Case 
       study 5.5 Observation 5.6 Focus groups 5.7 Ethical 
       guidelines 5.8 Student voice 5.9 Characteristics of the 
       research schools 5.10 Fieldwork at the school in Austria 
       5.11 Fieldwork at the school in Australia 5.12 Summary 6 
       The "need to belong" -- the search for empirical 
       evidence6.1 Summarising the analyses as a methodological 
       procedure 6.2 Individual student-based data analysis 6.3 
       Categories within four dimensions of belonging 6.4 Whole 
       group analysis 6.5 Whole group analysis coding 
       framework6.6 Summary 7 Theoretical model and principles of
       general action 7.1 Theory model of the "need to belong" 
       7.2 Transdisciplinary knowledge in response to social 
       problems 7.3 Principles of action: three-step 
       transformative approach 7.4 Formulation of theoretical 
       hypotheses 7.5 Formulation of action-theory working 
       hypotheses 7.6 Formulation of general guidelines for 
       action 7.7 Aligning the empirical findings with previous 
       research 7.8 Summary 8 Findings and recommendations for 
       the "need to belong" 8.1 Conceptual, theoretical, 
       methodological contributions 8.2 Discussion of the 
       individual student-based analysis 8.3 Discussion of the 
       findings from the whole group analysis 8.4 Discussion of 
       the transformative three-step approach 8.5 Reflections on 
       the triple mandate of school social work 8.6 Heterogeneity
       facilitates student belonging 8.7 Suggestions for future 
       research 
520    Unsere sozialen Interaktionen werden von komplexen 
       biopsychischen Prozessen angetrieben, die dadurch 
       verkompliziert werden, dass der Mensch ein Individuum ist 
       und gleichzeitig Mitglied eines oder mehrerer sozialer 
       Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei,
       die sozialen Mechanismen des "Bedürfnisses nach 
       Zugehörigkeit" bei Schüler*innen in Schulkontexten zu 
       erklären. Der theoretische Rahmen basiert auf einem 
       Verständnis von Bedürfnissen als kognitive Mechanismen 
       neuronaler Prozesse, die menschliches Verhalten und 
       Körperwerte regulieren. Die Feldforschung wurde in zwei 
       Sekundarschulen in Österreich und Australien durchgeführt.
       Handlungsleitlinien, die Schüler*innen dabei helfen sollen
       , sich zugehörig zu fühlen, werden von den Ergebnissen 
       abgeleitet. 
521    Lecturers and researchers in Social Work and Educational 
       Science, social workers. 
545 0  Sharon du Plessis-Schneider, MSW, is a lecturer at the 
       University of Applied Sciences Vorarlberg in Dornbirn, 
       Austria. 
588 0  Vendor-supplied metadata. 
653    Bedürfnistheorie 
653    belonging 
653    children's rights 
653    content analysis 
653    focus group interviews 
653    Fokusgruppeninterviews 
653    human needs theory 
653    Inhaltsanalyse 
653    international social work 
653    internationale Soziale Arbeit 
653    Kinderrechte 
653    qualitative Methodologie 
653    qualitative methodology 
653    realism 
653    Realismus 
653    systemism 
653    Systemismus 
653    Tripelmandat 
653    triple mandate 
653    Zugehörigkeit 
776 08 |iPrint version:|z9783966650458 
914    on1334681953 
994    92|bCKE